What STEM Education Really Teaches Students

“When I grow up, I want to be a science teacher!”

These were not words that came out of my mouth when I was 5 years old. I always dreamed of being a teacher, but being a STEM teacher was not in the cards. STEM didn’t even exist when I was a little kid!

My dreams finally came true and I landed a job teaching 2nd grade. Fast forward to when I had been teaching in the classroom for six years (2nd and 3rd grade) and then got a job teaching STEM in grades K-5.

I was given a brand new classroom with limited materials and zero curriculum. I didn’t know anyone in the building. My role was to deliver innovative lessons to all 500+ kids in the school, manage technology throughout the school, and co-teach with teachers in my building — such an easy task, right?

As lessons were developed and materials were collected, students became fascinated with what STEM could be in their primary world. We coded robots, built prototypes from recycled materials, and even took learning outside with my unique unit, STEM Survival Camp.

Over the years of teaching STEM in grades K-5, I realized that this opportunity for students was less about the tools. It was more about the life skills that the kids were developing during their time with me.

I even told my students this. So what? does STEM education teach our students? Here’s my take.

Resistance

We think that not giving up when things get tough is an innate ability. It isn’t. I can’t count the number of times kids have cried when a part of their project didn’t work the first time and they wanted to give up.

We need to provide our students with countless opportunities to try and fail multiple times. Not only that, but the ability to try and fail with different media is essential. Some students are good at 3D printing designs but get frustrated when building with cardboard. Students need to face challenges, learn how to overcome them, and understand that not everything will be easy. That’s okay! Life isn’t easy and we need kids who can persevere even when the challenge doesn’t work or is difficult.

Cooperation

As students got used to my classes, we blossomed in the collaboration department. For projects, students took on different roles in solving a problem. For example, for building with LEGO bricks, we had a “Builder,” a “Finder,” and a “Director.” Although it was a process, students learned the skill of collaboration.

Then the pandemic hit. When we went back to in-person learning, many things shocked me, but the thing that surprised me the most was the collaboration. Before, classmates would freely ask each other for solutions, and I would be the guide through the process. But students were so dependent on me. They barely thought to ask the person sitting next to them who was working on the same project.

We often take for granted how important human contact is, but the ability to cooperate is such that it affects even primary school-age children and it is something we need to constantly work on.

Creativity

The preschoolers in particular have been my most creative group of students year after year. They take such pride in the ideas they come up with, even if they aren’t feasible. Everyone has a creative spark in their own unique way. Some students are excellent storytellers.

I had one student working on our LEGO builds who loved adding The People (mini figures), giving them names, and creating a whole scene for them. Another student who reminded me of a Disney Imagineer added a lot of detail to our workspace challenges when we combined robotics. Similarly, I had another student who added funny jokes and music to his coding stories.

The world needs multiple perspectives as we think about it in new ways. STEM brings out these inner passions in students and helps them apply their creativity to new situations.

Empathy

Rarely do I hear the common phrase “Why do we have to learn this?” used by students in my STEM classroom. Why? As a teacher, I would ask them this exact question: What’s the point of doing any of this?

I worked on a 3D printing project with 5th graders, an age that is sometimes hard to connect with, and we talked about the Earth’s resources. Then we discussed the different types of natural resources that are being depleted and the different problems that our environment faces.

Important, yes, but I wanted students to understand the impact of why our choices as humans, good or bad, matter. By changing that perspective, students were more passionate about their final project and why the change was impactful. Having students see beyond themselves and have compassion for others through the project can connect their learning to a larger purpose.

While there is a strong focus on incorporating STEM and innovative classes starting in middle and high school, how do we reach our youngest students? Our students need to not only have experience using current tools, but also unique opportunities to practice soft skills. While these skills can still be developed in a traditional classroom setting, adding a component of hands-on learning and innovation can add a new and challenging perspective.

When asking why elementary school kids need science classes, consider not the possibilities of a cute robot but the skills students need to be successful today and in the future.